The teacher appraisal process should be “intrinsically supportive” and in a school culture that “values openness and fairness”, new guidance states. The Department for Education updated its for September this week. Here’s what you need to know… 1. 鈥楽upportive and developmental鈥 The guidance includes new language which states the appraisals process 鈥渟hould be intrinsically supportive and developmental, conducted within a school culture that values openness and fairness鈥. Appraisal should be a 鈥渘on-bureaucratic process that recognises, encourages and validates a teacher鈥檚 commitment to professional development, pedagogical excellence and effective performance鈥. It should offer a 鈥渟upportive and safe environment where individual teachers and their line managers can have open and honest conversations about successes and areas for improvement鈥. Appraisals should also 鈥渁ddress the support that will be provided to enable all teachers to achieve their objectives and continue to meet the teacher鈥檚 standards鈥. 2. Reduce workload 鈥淩educing unnecessary workload鈥 should be 鈥渁t the forefront of any considerations around implementing appraisal processes鈥. Policies and processes 鈥渟hould be proportionate and use evidence in appraisal decisions that is readily available from day-to-day practice in school鈥. It should 鈥渘ot be necessary for staff to collate large portfolios of evidence for appraisal purposes鈥. Teacher pay 2024: Everything you need to know 3. Follow an 鈥榓ppraisal cycle鈥 Schools and employees should finalise all objectives, success criteria and evidence that will be used. If agreement 鈥渃annot be reached鈥, they are 鈥渟et by the appraiser鈥, and the employee can 鈥渞ecord their disagreement in writing鈥. In the spring and summer term, performance should be reviewed against the objectives and standards set out in the school鈥檚 appraisal policy. Additional support can be provided to a teacher if 鈥渘eed is identified at any point鈥. This should be documented. At the end of the appraisal year, teachers must receive an appraisal report which includes an 鈥渁ssessment against their objectives and success criterial and the relevant standards鈥. It is also 鈥渋mportant for line managers to also discuss workload, wellbeing, working hours, flexible working opportunities, and career aspirations in a supportive manner鈥. 4. Support before capability Where there are concerns about aspects of a teachers鈥 work performance 鈥渁t any point throughout the appraisal process鈥, teachers should receive 鈥渋nformal focused support鈥. In 鈥渕ost cases鈥 this should be 鈥渟eparate and come before any capability procedures are considered. This might include mentoring, training, or resources to address specific needs.鈥 Teachers and school leaders 鈥渟hould normally only enter capability procedures when there is unsatisfactory progress made with their work performance that the appraisal process, including the informal support mechanisms have been unable to address.” This should be a 鈥渟upportive process, where the facility to talk openly and honestly is central to the process, for both the individual teacher and their line manager鈥. 5. Provide support for 鈥榬easonable鈥 period Informal support should be provided for a 鈥渞easonable period (for example a minimum of 6 weeks) to allow for performance improvement鈥. 鈥淗owever, the duration should be determined based on the specific circumstances, with appropriate support in place to facilitate improvement. “The line manager should meet with the teacher regularly to assess progress and ensure the agreed-upon support is being provided.鈥 6. Professional development 鈥榠ntegral鈥 The guidance states that effective professional development 鈥渋s an integral part of ensuring high-quality teaching that enables teachers to manage teaching and learning effectively鈥. Schools should 鈥渃onsider how they establish strong professional development cultures which elevate the quality of teaching and ultimately improve pupil outcomes鈥. Professional development 鈥渟hould form a key component of teacher objectives, ensuring their professional practice remains up to date with the latest methodologies, technologies, and educational research鈥. 7. Consider personal development needs It is also 鈥済ood practice for staff and leaders to consider the personal development needs of teachers alongside school improvement needs鈥. The removal of the requirement for performance related pay 鈥渋s to allow schools to have a greater opportunity to focus on professional development in objectives and appraisals鈥. 8. Updated capability guidance The DfE has published new, for the capability procedure. Much of it is similar or the same as the previous guidance, but there are some additions. Additions include an instruction that notification of formal capability meetings 鈥渟hould never come as a surprise to the teacher concerned. Informal support and a performance improvement plan should mean that the teacher is fully aware鈥. Teachers are also 鈥渆ntitled to reasonably request an alternative date where they are unable to attend the original date proposed (for example a date that is within five working days of the original proposed date)鈥.
Andy Susmann 2 August 2024 In its current form it is punitive and pointless. Time for the teaching staff to 360 review the exec heads and MAT CEOs. This 360 is done independently and the action plan and areas for improvement – of which they will be surely several for these largely absent and highly paid trust staff – are monitored by an independent body with the power to remove these overpaid staff if necessary and redistribute their inflated salaries to the shorn departmental budgets that have been decimated to contribute to the high salaries of those at the top.